Bridges Unit 1 Grade 5

Teachers Guide
GRADE 5 – UNIT 1 – MODULE 1
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Module 1
Multiplication & Volume
Session 1 Building a Community �� 3
Session 2 More About The Product Game�� 9
Session 3 Unit 1 Pre-Assessment�� 15
Session 4 Boxing Baseballs��19
Session 5 More Baseball Boxes��27
Teacher Masters Student Book Pages

Pages renumber with each module. Page numbers correspond to those in the consumable books.
Work Place Guide 1A The Product Game �� T1 Work Place Instructions 1A The Product Game�� 1
1A The Product Game Record Sheet��T2 You Choose�� 2
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Math Topics��T3 Product Game Problems�� 3
Unit 1 Pre-Assessment�� T4 More Product Game Problems�� 4
Base Ten Grid Paper��T7 Facts & Boxes�� 5
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Mathography��T8 Fact Connections�� 6
Boxing Baseballs��T10
More About Brad's Baseballs�� T11 Home Connections Pages
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Page numbers correspond to those in the consumable books.
Unit 1 Pre-Assessment Student Reflection Sheet��T12
What’s the Problem?�� 1
Two-Centimeter Grid Paper��T13
Multiplication Connections�� 3
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Bridges in Mathematics Grade 4 Teachers Guide © The Math Learning Center | mathlearningcenter.org
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Unit 1
Unit 1
Module 1
Module 1
Multiplication & Volume
Overview
Module 1 sets the tone for the year and establishes what a math community looks and sounds like. After playing Work Place 1A
The Product Game several times, students discuss strategies and use the game board to make mathematical observations and
preview math strands they will encounter during the course of the year. In Session 3, students take the Unit 1 Pre-Assessment
and complete Mathographies, reflective writing that gives a glimpse into their understanding and beliefs about mathemat-
ics. The first investigation of the year invites them to work with properties of multiplication and volume. In the final session,
students reflect on the Unit 1 Pre-Assessment and are introduced to the first problem string of the year.
Planner
Session & Work Places Introduced P&I PS MF WP A HC DP
Session 1 Building a Community
Students discuss what a mathematics community looks and sounds like. The teacher records
responses and emphasizes the need for a respectful, focused environment. Students are
introduced to their first Work Place.
Work Place 1A The Product Game
Players try to claim four spaces in a row by finding products of given factors. On each turn a
player can change one of two factors to try to make the best possible move.
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Session 2 More About The Product Game
Students play The Product Game and then discuss game strategies and evaluate their work on
building a community of learners. Then they examine The Product Game Record Sheet, record
mathematical observations, and sort their observations by math topic.
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Session 3 Unit 1 Pre-Assessment
Students take the Unit 1 Pre-Assessment. Then, they fill out individual mathographies that the
teacher collects and stores for the rest of the year.
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Session 4 Boxing Baseballs
Students learn about a business owner who needs to decide how he will box 24 baseballs to
ship to customers. Students work in partners to find all of the possible solutions. Then the class
reconvenes to share a few of their strategies.
Session 5 More Boxing Baseballs
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Students review their work on the Unit 1 Pre-Assessment and complete a self-reflection sheet. The
teacher leads the first problem string of the year, and students continue to work on the baseball
boxing problem for the rest of the session.
P&I – Problems & Investigations, PS Problem String, MF – Math Forum, WP – Work Place, A – Assessment, DP – Daily Practice, HC – Home Connection
Bridges in Mathematics Grade 5 Teachers Guide 1 © The Math Learning Center | mathlearningcenter.org
Unit 1 Module 1 Introduction
Materials Preparation Additional

Resources
Each session includes a complete list of the materials you’ll need to conduct the session, as well
as notes about any preparation you’ll need to do in advance. If you would like to prepare materi- Please see this module’s
als ahead of time for the entire module, you can use this to-do list. Resources section of the
Bridges Educator site for
Task Done a collection of resources
you can use with students
Copies Run copies of Teacher Masters T1–T13 according to the instructions at the top of
each master.
to supplement your
instruction.
If students do not have their own Student Books, run a class set of Student Book
pages 1–6.
If students do not have their own Home Connections books, run a class set of the
assignments for this module using Home Connections pages 1–4.
Work Place Prepare the materials for Work Place 1A using the lists of materials on the Work
Preparation Place Guides (Teacher Master T1).
Charts Make a T-chart and label one column “Looks Like” and the other column “Sounds
Like” for Session 1.
Paper Cutting Cut two of each the following arrays out of 1-inch grid paper: 4 × 3, 4 × 6, 8 × 6,
4 × 12, 2 × 24, 1 × 48, 3 × 16 for Session 5. You will label these with student help
during the lesson. You will need 8–10 sheets of grid paper.
Special Items Write student names on Student Books and have them ready to pass out in
Session 1.
Write student names on spiral or composition notebooks to use as math journals
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and have them ready to pass out in Session 2.
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Unit 1 Module 1
Unit 1
Module 1
Session 1 Session 1
Building a Community
Summary
In this session, students discuss what a mathematics community looks like and sounds like.
The teacher records responses on a chart and emphasizes the need for a respectful, focused
environment in which all students feel comfortable and are able to learn. Then, students are
introduced to their first Work Place, The Product Game.
Skills & Concepts

• Find all factor pairs for a whole number between 1 and 100 (4.OA.4)
• Demonstrate an understanding that a whole number is a multiple of each of its factors (4.OA.4)
• Determine whether a whole number between 1 and 100 is a multiple of a given 1-digit
number (4.OA.4)
• Reason abstractly and quantitatively (5.MP.2)
• Construct viable arguments and critique the reasoning of others (5.MP.3)
Materials
Copies Kit Materials Classroom Materials Vocabulary
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An asterisk [*] identifies
Problems & Investigations Building a Community those terms for which Word
• chart paper Resource Cards are available.
• markers
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Work Places Introducing Work Place 1A The Product Game factor*
TM T1 • 2 game markers, each a multiple*
Work Place Guide 1A The Product Game different color multiply*
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TM T2 product*
1A The Product Game Record Sheet
SB 1*
Work Place Instructions 1A The Product Game
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Daily Practice
SB 2
You Choose
HC – Home Connection, SB – Student Book, TM – Teacher Master

Copy instructions are located at the top of each teacher master.
* Run 1 copy of this page for use by the teacher and other adult helpers during Work Place time.
Preparation Implementing
Work Places
• Prepare Student Books for use by writing students’ names on them.
• Make a T-chart on a sheet of chart paper. Label one column “Looks Like” and the other For additional information
column “Sounds Like.” about setting up Work
• In today’s session, you’ll introduce Work Place 1A The Product Game. Before this session, Places and managing
them effectively, see the
you should review the Work Place Guide and Work Place Instructions. Make copies of 1A
Implementation section of
The Product Game Record Sheet; you’ll need a single copy for use today, 1 copy per stu-
the Bridges Educator site.
dent pair for class use in Session 2, and a class set plus extra to store in the Work Place 1A
The Product Game tray, along with the materials listed on the guide. The Work Place Guide
also includes suggestions for differentiating the game to meet students’ needs.
Unit 1 Module 1 Session 1
Problems & Investigations

Building a Community
1 Gather students in the discussion area. Set the stage for today’s session with
a discussion about what makes a community of learners.
Start by talking about the role students will play as mathematicians this year. Then ask
them what they think math class should look like and sound like so everyone has a chance
to think, ask questions, and learn.
Teacher We are going to do a lot of important work in math this year,

and you are all going to help because all of you are mathematicians. A
mathematician is someone who thinks about math, talks about math,
asks math questions, and solves math problems. Mathematicians often
try to find the most efficient way to solve a problem. A mathematician
is also someone who makes mistakes and then tries to figure out how to
fix them, even if that takes some time. Mathematicians sometimes work
together and sometimes they work alone. Sometimes they help someone
else learn something, and sometimes someone else helps them. Right
now, I want you to start thinking about some of the things that will help
you be a mathematician this year. What should our room sound like
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and what should it look like while we are doing math?
2 Give students a minute or two of quiet think time to consider your ques-
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tions, and then invite students to share their ideas one at a time. Record
students’ suggestions on the prepared T-chart.
ELL To help students understand what you are saying, use gestures, write key words where
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everyone can see, and if necessary and possible, invite bilingual students to help translate.
Your goal is to help all students become better mathematicians, which is more likely to
happen if students feel safe, comfortable, and respected.
Encourage students to clarify their ideas and be descriptive about what the room will look
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and sound like. Ask them to compare the way the classroom will sound during an active
lesson, such as when everyone is playing a game, and the way it will sound during a whole-
class lesson or independent work time when people are thinking, listening, and sharing
ideas. Use this discussion to build a community of learners—model listening and responding
to students respectfully and comment when you see students setting examples you want the
whole class to follow.
Teacher Let’s hear what you think the room should look like and
sound like so everyone can be a mathematician this year. Raise your
hand when you have an idea to share.
Janna Everyone should be working.
Teacher What does “working” look like?
Janna Well, I guess it means people sitting and solving problems.
Martin Last year in math we played a lot of games, too, though. We
didn’t just solve problems.
Troy And after we solved problems, we talked about them a lot.
Teacher So, being a mathematician means doing many different
things—solving problems, playing games, and talking about math.
OK, but what does solving problems look like?
Kyra Sometimes we use math tools like rulers or blocks to help us

solve problems, but sometimes we just use pencil and paper. It helps
me to talk with a partner, too.
Teacher I’ll write your ideas down here. For “Looks Like,” we can say
Using tools to solve problems, working with a partner, and playing
games. For “Sounds Like,” we can say talking about math problems.
Who has another idea?
Craig We should listen when someone else is sharing.
Teacher Why is that important in our math class? Why does it help
us to listen to other students’ ideas about math?
Aaron Sometimes we have a way that works but somebody else has
a way that works even better. Maybe their way can make it easier or
faster for us.
Amber It’s hard to talk when people aren’t listening.
Marc Sometimes someone makes a mistake and other students laugh
and then I don’t want to share.
Teacher So you’re saying if someone gets mixed up it’s important not
to laugh or make fun of them. Do you suppose that asking questions
of each other and really trying to understand each other’s thinking
would help?
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Students Yes!
Teacher I’ll add these ideas to our chart. I think you’re saying that
if people were watching our classroom, they could see people being
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respectful to others, listening, and asking questions to help under-
stand. Is that right?
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Looks like Sounds like

Using tools to solve problems Talking about math
Working with a partner Talking with a partner
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Playing games 1 person talking,

everyone else listening and looking
Asking questions
Make sure students understand that there will be times when the classroom is conversation-
filled and busy, such as when everyone is playing a game, and other times when the
classroom needs to be quiet for people to think, talk, and listen.
3 Give students a minute to think about how they can help the classroom
look and sound this way during math. Then, have students turn and talk to
a partner to share their ideas.
Students will frequently turn and talk to a partner during mathematics lessons this year.
Taking time to establish expectations and routines during the first lessons will help students
learn to use this time productively.
4 Tell students they will have a chance to practice their ideas today as they
learn their first Work Place of the year.
Save the T-chart for use in the next session.
Ongoing
Work Places Assessment
The Assessment Guide
Introducing Work Place 1A The Product Game includes a Work Places
5 Display the Word Resource Cards for factor and product. Ask students to Differentiation Chart for
each unit. If you like, you
turn and talk to a partner about the definitions of these words. can use these charts to
make notes about which
6 Ask volunteers to share their definitions with the class, and then reveal the
students need support or
definitions on the backs of the Word Resource Cards. challenge with the skills
featured in each Work
7 Introduce The Product Game using the 1A The Product Game Record Place. Suggestions for
Sheet and two game markers. differentiating a particular
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• Display the Work Place 1A The Product Game Record Sheet so everyone can see it. Work Place activity are
included on the Work
• Explain that the game will help students recognize factors of numbers and practice
Place Guide.
their multiplication facts.
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8 Briefly summarize the game before playing against the class. (You might
also invite students to review the Work Place Instructions 1A The Product
Game in their Student Books at this time.)
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Players try to claim four spaces in a row by finding products of given factors. On each turn,
a player can change one of the two factors to try to get four products in a row. As they play,
students consider the factor pairs of several products to determine their best move. The
winner is the first player to claim four spaces in a row.
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9 Use student participation to help model how to play The Product Game,
using the Work Place Instructions 1A Student Book page as needed.
• Explain that today you will play against the class. You will go first and mark Os and the
class will mark Xs, as in tic-tac-toe.
• Choose a factor by placing a game marker on the factor in the column of numbers on
the left.
Teacher I am going to place the first game marker on the number 5.

Can I mark a product yet?
Student No, it takes two factors to make a product.
• Have the class choose a factor and place a game marker on that factor.
• Choose a student to tell you what product the two factors make.
Teacher I chose 5 and you chose 7. What is the product?

Gregory It’s 35.
Teacher Is that a problem you just know or did you have to figure it
out somehow?
Gregory I have the 5s facts memorized, so it was one I just knew.
• Write an X on that product.
• Have a student tell you the equation to write in the Player 2 column to represent that
product. Write in the equation. Explain that by keeping track of the equations, you
can check at the end of the game to make sure that each of the winning spaces was
correctly marked.
NAME | DATE
Bridges in Mathematics Grade 5 Teacher Masters
Unit 1 Modu e 1
Player 1 ___________________________ Player 2 ___________________________
Claim four products in a row to win.
Session 1 class set, plus more as needed, stored in the Work Place tray
Player 1 Player 2
1 2 3 4 5 6 5 × 7 = 35
7 8 9 10 12 14
15 16 18 20 21 24
T2
25 27 28 30 32 35
© The Math Learning Center | mathlearningcenter org
36 40 42 45 48 49
54 56 63 64 72 81
1 2 3 4 5 6 7 8 9
10 Continue to play by taking turns against the class.

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Share your thinking as you choose certain factors that will enable you to mark products
on the sheet that are advantageous to you.
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Teacher I’m going to stop and think for a minute about the products
that are still available. Hmm … I want to choose products that are
near ones I’ve already marked so I can get closer to having four in a
row. Now, what factors could I use to make this product?
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11 As you play, emphasize the parts of the game that might be challenging
for students.
• Invite students to share strategies for solving multiplication combinations.
• Encourage students to think flexibly when choosing where to place their factor marker.
Emphasize the fact that they want to place it in such a way that they’re able to mark an
open multiple on the sheet or one that is likely to help them win the game.
12 Ask a student to turn to a partner and summarize the directions of the

game. Tell students they will have an opportunity to play the game in pairs
in future sessions.
13 Close the session by reviewing the T-chart about what the class should look
like and sound like in order to build a successful math community.
• Have students turn to a partner and talk about one thing they feel the class did well
during The Product Game.
• Acknowledge the class for something you noticed they did well.
Daily Practice
The optional You Choose Student Book page provides additional opportunities to apply
the following skills:
• Recall from memory all products of two 1-digit numbers (3.OA.7)
• Multiply a 2-digit whole number by a 1-digit whole number using strategies based on
place value and the properties of operations (4.NBT.5)
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Unit 1 Module 1
Unit 1
Module 1
Session 2 Session 2
More About The Product Game
Summary
Students review how to play The Product Game, and then play with a partner. The class recon-
venes to discuss game strategies and to evaluate their work toward building a community of
learners. Students take time to examine The Product Game Record Sheet, record mathemati-
cal observations, and sort their observations by math topic. Finally, the teacher assigns the
What’s the Problem? Home Connection.
Skills & Concepts

number (4.OA.4)
• Interpret numerical expressions without evaluating them (5.OA.2)
• Make sense of problems and perservere in solving them (5.MP.1)
• Look for and express regularity in repeated reasoning (5.MP.8)
Materials
Copies Kit Materials
Work Places More Product Game

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Classroom Materials Vocabulary
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• 2 game markers, each a • Community of Learners T-chart (from Session 1) Resource Cards are available.
different color, per pair • 1A The Product Game Record Sheet (from
equation*
of students Session 1, half-class set)
expression*
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• Work Place Instructions 1A The Product Game
page in Student Books plus a teacher copy factor*
(from Session 1) multiply*
Problems & Investigations Making Mathematical Observations product*
TM 3 • student math journals (see Preparation)
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Math Topics
Home Connection
HC 1–2
What’s the Problem?
Daily Practice
SB 3
Product Game Problems

Preparation
• In this session, students will play The Product Game with a partner for the first time. If you
did not run copies for this in Session 1, do so for this session.
• Students will record observations in their math journals in this session.
• Also in this session, students will work with partners for the first time.
Work Places
The Product Game
1 Open the session by reviewing the T-chart created in Session 1 for what the
classroom should look like and sound like during math time.
• Tell students that today they will have an opportunity to play The Product Game with
a partner.
• Ask students to keep the Community of Learners T-chart in mind as they play. At the
end of the game, they will reflect on how well they followed the class guidelines.
2 Review the directions for playing the game as described in the Work Place
Instructions 1A The Product Game Student Book page. Have students get a
partner and gather materials to play.
SUPPORT/ELL Pull a small group of students to play together with you until they feel
comfortable playing independently, and you are certain they understand how to play.
CHALLENGE Choose students to play against each other at a higher level rather than having them
choose their own partners in order to create more of a challenge and allow strategy building.
3 As students play, circulate to make observations, answer questions, and
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provide differentiated instruction as suggested in the Work Place Guide.
Make note of students’ strategies, strengths, and struggles while playing to help you guide
discussion later in the session.
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4 After about 20 minutes, gather students for a class discussion about the first Math Practices
Work Place of the year. in Action 5.MP.1
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Be sure to address game strategy and to comment on how students worked together for Games of strategy are, in
the first time. some sense, extended
problems. When students
Teacher This is the first game you have played with a partner this spend time developing
year. Let’s take a minute to talk about how things went. Look over our strategies for winning
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chart for a moment. What did you see that went well or needed work? these games, they are
becoming accustomed
Students My partner and I stayed on task the whole time. We only to making sense of
talked about the game. problems and perse-
There were some players next to us who were pretty loud. vering in solving them. In
I had a hard time trying to figure out where to move my marker a few the case of The Product
Game, their efforts also
times, but my partner helped me.
contribute to multiplica-
Teacher I saw a lot of the things that you are describing. When there tion and division fact
are so many pairs playing, it’s easy to be distracted or get loud, and fluency and greater
we need to focus on the math that we are trying to do. When we stay sophistication with
on task, we all learn more. multiples and factors.
When I walked around, a few pairs told me they thought that there
had to be a good way to get four products in a row quickly, but they
hadn’t figured it out yet. Would someone be willing to share a strategy
that you used today?
Elicit strategies such as choosing factors to yield products positioned in the middle of
the board to yield more possible moves later; weighing the number of products possible
at each turn with each of the two existing markers; and choosing factors the student is
confident multiplying.
Teacher I’d like you encourage all of you to take the time to make
good game moves while you are playing and not to feel pressured to
rush. Playing this game will improve your math ability if you challenge
yourself to try combinations you need to think about, or explore several
different possibilities rather than picking the first and easiest.
5 Discuss writing expressions to represent student moves in the game.

• Model what to do if the markers were on 2 and 6, and a player moved a marker from 6
to 7. Write the expression to represent the new multiplication problem: 2 × 7.
• Discuss the difference between an expression and an equation, and touch on how
mathematicians use them to keep track of their work.
Note A mathematical expression, such as 6 × 7, represents a quantity. An equation, such
as 6 × 7 = 42, which includes an equality (or inequality) sign, asserts that two quantities
have (or do not have) the same value.

Making Mathematical Observations
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6 After the class discussion, display a copy of The Product Game Record
Sheet. Tell students that two important elements of mathematics are obser-
vation and description, but don’t elaborate at this time.
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7 Prepare students to use their math journals.
• Hold up a math journal and tell students they will each use one for the rest of the year.
• Explain that every time they use their journals, students will write a heading and the
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date. This way, it will be easier to find work that might help them later on.
• Pass out journals. Have students turn to the first page and write the title “Math
Observations” and the date.
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8 Ask students to record as many mathematical observations as they can

about The Product Game Record Sheet. Invite them to use words, numbers,
or labeled sketches as they record their observations.
9 After a few minutes, ask students to turn and talk about their observations
with a person sitting next to them. Then, invite students to share their
thinking with the class.
Students There are odd and even numbers on the board, but not all
numbers from 1 to 81.
There are factors and products.
The sheet of paper is a rectangle.
The markers are circular.
You can make multiplication and division problems with the numbers
on the record sheet.
The record sheet has right angles.
The game board has parallel lines.
And perpendicular lines, too.
There are more even numbers on the game board.
We could measure the game board in inches or centimeters.
Or see how much it weighs!
10 After the first wave of observations have been shared, display the Math Extension
Topics Teacher Master. With suggestions from the class, record students’ Find a place in the room
previous observations and any new ones inspired by the topics on the sheet. to hang a blank copy of
1A The Product Game
Unit 1 Module 1 Session 2 1 copy for display Record sheet, along with
Math Topics the Math Topics Teacher
Number & Operations Master you started with
odd and even numbers the class today. Encourage
factors and products students to continue to
multiplication and division problems brainstorm mathematical
observations to add to
the list.
Geometry
rectangle
circular markers
right angles
parallel and perpendicular lines
Measurement & Data
measure length – inches or centimeters

weigh game board
even products more likely
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Algebraic Thinking
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Bridges in Mathemat cs Grade 5 Teacher Masters T3 © The Math Learning Center | mathlearningcenter org
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11 If one or more categories remain empty, ask students to generate additional

observations related to those particular categories. Record students’ ideas
as they volunteer them.
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It is fine if your class does not generate ideas for all the mathematical areas on the sheet. The
goal of this activity is to alert students that math is much more than arithmetic. Let them
know they will be working with all four topics throughout the year and sharing observations
on a regular basis.
12 Close the session by asking students if they have any suggested additions to
make for the class chart about what math looks and sounds like.
• Record any suggestions students might have along with one or two of your own ideas.
• Recognize the class for one area they modeled particularly well during today’s lesson.
Home Connection
13 Introduce and assign the What’s the Problem? Home Connection, which
provides more practice with the following skills:
• Write numerical expressions with parenthesis (5.OA.1)
• Write a simple expression to record calculations with numbers (5.OA.2)
Daily Practice
The optional Product Game Problems Student Book page provides additional opportuni-
ties to apply the following skills:
• Recall from memory all products of two 1-digit numbers (3.OA.7)
• Demonstrate an understanding that a whole number is a multiple of each of its
factors (4.OA.4)
number (4.OA.4)
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Unit 1 Module 1
Unit 1
Module 1
Session 3 Session 3
Unit 1 Pre-Assessment
Summary
Students take the Unit 1 Pre-Assessment, which offers a preview of what is to come in Unit 1 while
providing information about where students are with Unit 1 skills and concepts. Then students
fill out individual mathographies in which they describe their feelings as well as their strengths
and difficulties with mathematics, and list some of their goals for the year. The teacher collects the
mathographies to review, and saves them to return to students at the end of the school year.
Skills & Concepts

• Solve multi-step story problems involving division with remainders (4.OA.3)
• Multiply two 2-digit numbers using strategies based on place value and the properties of
operations (4.NBT.5)
• Divide a 2-digit number by a 1-digit number, with a remainder, using strategies based on
place value, the properties of operations, and/or the relationship between multiplication
and division (4.NBT.6)
• Write and evaluate numerical expressions with parentheses (5.OA.1)
• Write a simple expression to record calculations with numbers, and Interpret numerical
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expressions without evaluating them (5.OA.2)
• Demonstrate an understanding that a solid figure that can be packed without gaps or
overlaps by n unit cubes has a volume of n cubic units (5.MD.3b)
• Show that the volume of a right rectangular prism with whole number edge lengths can
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be found by multiplying the edge lengths, or by multiplying the area of the base by the
height (5.MD.5a)
• Make sense of problems and persevere in solving them (5.MP.1)
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• Attend to precision (5.MP.6)
Materials
Copies Kit Materials Classroom Materials Vocabulary
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Assessment Unit 1 Pre-Assessment those terms for which Word
TM T4–T6 • base ten area and linear • scratch paper Resource Cards are available.
Unit 1 Pre-Assessment pieces (see Preparation) (see Preparation) dimension*
TM T7
double
Base Ten Grid Paper (see Preparation)
equation*
Problems & Investigations Writing Mathographies evaluate
TM T8–T9 expression*
Mathography halve
Daily Practice multiply*
SB 4 number relationship
More Product Game Problems parentheses*
rectangular prism*
Copy instructions are located at the top of each teacher master. volume*
Preparation
• Prepare sets of base ten area and linear pieces as well as scratch paper and half-sheets of
the Base Ten Grid Paper Teacher Master, so these materials are easily accessible to students
who want to use them during the assessment.
• Note that you will need to score the Unit 1 Pre-Assessment before Module 1, Session 5.
If you cannot mark the Pre-Assessment by Session 5, make room for reflection time in
Module 2.
Assessment Guide
Assessment See the Grade 5
Assessment Guide for
Unit 1 Pre-Assessment scoring and intervention
suggestions.
1 Set the stage for the Unit 1 Pre-Assessment.
• Tell students that today they will take the Unit 1 Pre-Assessment to help everyone,
teacher and students alike, know where they are with the concepts and skills in the
unit. With the results, everyone will be better able to prepare for the unit.
• Tell students how much time they have. We recommend you allow 40–45 minutes.
Ask students who finish earlier to check their work carefully and then quietly read to
themselves or visit the The Product Game Work Place until you call time.
• Encourage students to do their best but to not get bogged down on any one problem.
Tell students that if they get really stuck on one problem, they can skip it for now, work
on other problems, and then return to it if they have time.
2 Place the Unit 1 Pre-Assessment Teacher Master on display as helpers give a

copy of the assessment to each student.
• Have students write their names and the date on the first page, and give them a minute
to look over the assessment.
• Let students know how and where to access base ten area and linear pieces, scratch
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paper, or half-sheets of Base Ten Grid Paper if they want to use any of these materials
to help with some of the problems on the assessment.
• Remind students to wait for further instructions from you before they start.
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3 Talk with students about some of the strategies they can use to make the
best use of their time during an assessment.
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Model the following strategies as you describe them to students.
• Read the whole assessment before you begin, to get a sense of what you need to do.
• Notice which problems might be easier or more difficult for you. You may put a small
star by easier problems and a question mark by more challenging ones.
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• Think about how to use your time during the test so you have time and energy to finish
all the problems.
• If you get really stuck on one problem, skip it for now, work on other problems, and
then go back to it later, if you have time.
• Pay special attention to math words like those on Word Resource Cards. You may want
to underline them, especially if you are having a hard time understanding a question.
4 When students understand what to do, let them begin.

Remind students to raise their hands if they need help reading a problem; this is not
meant to be a reading test.
SUPPORT If some students are unable to complete the assessment in the allotted time, allow
them additional time later in the day or early the next day to finish their work.
5 As students finish, have them turn in their assessment and then quietly
read until everyone else finishes.
6 When all the students are finished, let them know they will get their Unit 1
Pre-Assessments back soon so they can see the results and set their own goals
for the unit accordingly.
You will have students reflect on the Unit 1 Pre-Assessment in Session 5 of this module. If it is
impossible to score the Unit 1 Pre-Assessments before Session 5, mark them when you can and
then make time for students to reflect on their own work and set goals as described in Session 5.

Writing Mathographies
7 Display a copy of the Mathography Teacher Master and explain what a
“Mathography” is.
• Ask a volunteer to explain what a biography is.
• Tell students that their mathographies will give information about their lives as
mathematicians.
8 Review the questions together.

• As you review the questions, take the opportunity to share a few of your own school
math experiences with the class.
• Let students know you are very interested in reading what they have to say, and assure
them that their writing will not be shared with other students.
• Ask students to be as specific as possible when answering the questions.
9 Once students understand what to do, give them about 15 minutes to write
their responses.
ELL To make this activity more accessible to the English-language learners in your room,
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pair them with a peer who can translate the questions. If necessary, allow them to respond
in their native language.
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10 After students have spent some time writing, collect their papers.
Explain that you will read their mathographies, save them, and return them at the end of
the year so students can see how they’ve grown, if any of their ideas have changed, and if
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they’ve reached their goals for the year.
SUPPORT If some students have more to say than they can manage in the time allotted at
the end of this session, give them additional time to complete their mathographies within
the next day or so.
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You might want to keep the mathographies in one big envelope or place them in students’
math portfolios. Some time after the session, take time to read students’ mathographies. The
information you glean from them will give you insight into your students’ abilities and needs.
11 Close the session by inviting several volunteers to share their math goals for
the year. Tell students again how much you are looking forward to reading
what they have written.
Daily Practice
The optional More Product Game Problems Student Book page provides additional
opportunities to apply the following skills:
• Demonstrate an understanding that a whole number is a multiple of each of its factors
(4.OA.4)
number (4.OA.4)
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Unit 1 Module 1
Unit 1
Module 1
Session 4 Session 4
Boxing Baseballs
Summary
Students learn about a business owner who needs to decide how he will box 24 baseballs to
ship to customers. After introducing the problem, the teacher sends students to work with
partners to find all possible configurations. Near the end of the session, the class reconvenes to
share a few of the strategies they’ve used to create as many different configurations of boxes as
possible. Finally, the teacher assigns the Multiplication Connections Home Connection.
Skills & Concepts

• Write numerical expressions with parentheses (5.OA.1)
• Write a simple expression to record calculations with numbers, and interpret numerical
• Make sense of problems and persevere in solving them (5.MP.1)
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Materials
Copies Kit Materials Classroom Materials
Vocabulary
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Problems & Investigations Boxing Baseballs those terms for which Word
TM T10 • Omnifix cubes, class set • 12" × 18" sheets of paper (half-class set; Resource Cards are available.
Boxing Baseballs (see Preparation) newsprint is fine) base*
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TM T11 • Word Resource Cards: • student math journals
dimension*
More About Brad’s Boxes dimension, rectangular prism • a piece of copy paper to mask portions
of the teacher master expression*
height
Home Connection
length
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HC 3–4 rectangular prism*

Multiplication Connections
width
Daily Practice
SB 5
Facts & Boxes

Preparation
Prepare the Omnifix cubes (2,000 in all) for easy access and reasonably equitable distribution.
If you have a class of 30, each student pair should get about 130 cubes, or enough to build
about five different rectangular prisms with a volume of 24 cubes before some have to be
taken apart to make others.
Mathematical Background
In this session, students are challenged to figure out all of the different ways they can arrange
24 cubes in the form of a rectangular prism. The problem involves a business owner who needs
to figure out how to package groups of 24 baseballs, each of which is contained in a small cubic
box, so that they can be shipped in a single, large box. He can arrange them in 1 layer of 24, 2
layers of 12, 3 layers of 8, and so on. The layers can be arranged in rectangular formations with
dimensions that are factors of the total number of cubes in each layer. (See chart below.)
Students will conduct their initial exploration of the problem today and will return to it in Session
5 and in the following module. Sometime in Session 5, you’ll need to press them to keep track of
their work in a systematic way so that they can be certain they are identifying all of the possible
arrangements of 24 cubes. Essentially, the problem requires that students use what they under-
stand about factoring to identify the dimensions of all possible rectangular prisms with a volume
of 24 cubes. By emphasizing the dimensions of each layer and the number of equal layers, we
are moving students toward the formulas for calculating the volume of a rectangular prism
(V = l × w × h or V = b × h), which they will address more explicitly later in the year.
The table at left shows 16 distinct
Dimensions of Layers Number of Layers Expressions
arrangements of 24 cubes because
(Base) (Height) (Base) × Height
it treats rotations of the same cube
24 cubes per layer 1 layer differently. For example, 24 layers with
24 × 1 (1 × 24) (24 × 1) × 1 (1 × 24) × 1 1 cube in each layer (a tower of 24
12 × 2 (2 × 12) (12 × 2) × 1 (2 × 12) × 1 single cubes) is treated as a different
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arrangement than 1 layer with 24
8×3 (3 × 8) (8 × 3) × 1 (3 × 8) × 1
cubes in it (a row of 24 single cubes
6×4 (4 × 6) (6 × 4) × 1 (4 × 6) × 1 lying flat). These rectangular prisms
12 cubes per layer 2 layers are congruent, and students might
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12 × 1 (1 × 12) (12 × 1) × 2 (1 × 12) × 2
6×2 (2 × 6) (6 × 2) × 2 (2 × 6) × 2
4×3 (3 × 4) (4 × 3) × 2 (3 × 4) × 2
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8 cubes per layer 3 layers
8×1 (1 × 8) (8 × 1) × 3 (1 × 8) × 3
4×2 (2 × 4) (4 × 2) × 3 (2 × 4) × 3
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6×1 (1 × 6) (6 × 1) × 4 (1 × 6) × 4
3×2 (2 × 3) (3 × 2) × 4 (2 × 3) × 4
4×1 (1 × 4) (4 × 1) × 6 (1 × 4) × 6
2×2 (2 × 2) × 6
3×1 (1 × 3) (3 × 1) × 8 (1 × 3) × 8
2×1 (1 × 2) (2 × 1) × 12 (1 × 2) × 12
1 cube per layer 24 layers
1×1 (1 × 1) × 24
Each pair of rectangular

prisms shown here is
congruent, though they
have different numbers
of layers and each
layer’s dimensions are
different. As a result,
students will treat them
as different arrangements
for the purposes of this
investigation.

Boxing Baseballs
1 Open the session by telling students they will begin an investigation today
that will continue over several days.
• Have students pair up.
• Distribute Omnifix cubes to each student pair.
Remind students that during math class the interlocking cubes are tools, not toys, and to
not begin handling them until invited to do so.
2 Display the Boxing Baseballs Teacher Master and introduce the context of
the day’s work.
Brad always loved playing baseball. He turned his passion into an
online business that sells personalized baseballs with hand-stitching
in the colors of the teams that are ordering. His business is doing well,
and he needs to decide how to package his baseballs because people
are starting to order a dozen, two dozen, or more at a time.
3 Discuss the packaging for a dozen of Brad’s Baseballs. Ask students how
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many different ways Brad could arrange the baseballs if each ball was pack-
aged in a small box that was a perfect cube and then 12 of those boxes were
arranged together in a single layer that would fit in a large rectangular box.
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• Record the arrangements as students suggest them. (1 × 12, 2 × 6, and 3 × 4)
• Ask students to justify how they know they have found all the ways the 12 cubes could
be arranged in a single layer.
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SUPPORT/ELL Have a student use 12 cubes to model the arrangements for the class as
students suggest them.
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4 Tell students that Brad is also considering packing the cubic boxes in multiple
layers. Ask students to work with their partners to create some arrangements
of 12 cubes that have more than 1 layer.
• Give students several minutes to work.
• When most pairs have two or more constructions in front of them, have them share and
compare with another pair sitting nearby. Do they have any that match?
VJ We made these three boxes. Do you have any like ours?
Dinah We made one that’s kind of like your first one, but just turned
on its side—see?
Allie Oh, yeah. Those two are the same, just one laying down almost
flat, and the other one standing up. So one has 6 layers of 2 cubes and
the other has 2 layers of 6 cubes.
5 When students have had a minute or two to share and discuss their arrange-
ments, reconvene the class and explain that they’re going to do quite a bit more
work with boxes in the coming days. In order to talk with each other like this,
everyone in class is going to need some common terms and understandings.
Have student pairs pull all of their materials close and line up the boxes they’ve made so
they can see them easily. They will be holding some of them up in just a few minutes. Ask
pairs to talk briefly with each other. How many layers does each arrangement have? How
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big is each layer?
6 Display the top portion of the More About Brad’s Boxes Teacher Master,
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keeping most of the sheet covered with a piece of copy paper for now.
Read the text at the top of the sheet to the students and encourage them to look and listen very
carefully, as they’ll need this information when they start working on the day’s main problem.
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Unit 1 Module 1 Session 4 1 copy for display
More About Brad’s Baseballs

You and your partner have been arranging your cubes into equal layers. The resulting
figures are shaped like boxes, and mathematicians call them rectangular prisms.
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7 Move the copy paper down the sheet, item by item, and use the text and
illustrations to do the following:
• Define and briefly discuss the attributes of rectangular prisms.
If students comment that the fourth prism pictured toward the top of the teacher master
is a cube, confirm their thinking, and then let them know that a cube is a special kind of
rectangular prism—one with 6 congruent square faces—just as a square is a special kind of
rectangle (one with 4 equal side lengths). Using parentheses to
group the dimensions of
• Define the term dimensions, and explain that all rectangular prisms have 3 dimensions—
the base, as well as talking
length, width, and height.
about the dimensions
• Explain that each box or rectangular prism they’ve built can be described by its base— of and number of layers,
the bottom layer—and the number of layers. Furthermore, this can be done in the form helps students begin to
of a numerical expression. think about the volume
of rectangular prisms in
»» A prism with a base of 1 by 4 cubes with 3 layers is represented by the expression
ways that build concep-
(1 × 4) × 3.
tual understanding of the
»» A prism with a base of 2 by 3 cubes with 2 layers would be represented with the formulas V = l × w × h and
expression (2 × 3) × 2. (Work with input from the class to label this box on the sheet V = b × h, which they will
and write the expression needed to represent it.) explore later in the year.
• Have students practice reading and interpreting expressions by holding up the box(es)
they built that match the three expressions toward the bottom of the sheet: (1 × 1) × 12,
(1 × 6) × 2, and (2 × 2) × 3.
The last three prompts are meant to help students see that changing the orientation of the prism
does not change the total volume. However, it can change the size and number of layers, which,
for the purposes of this investigation, makes it a different arrangement of baseball boxes.
8 Now introduce today’s central problem, and review expectations.

• Tell students that Brad’s customers most often order two dozen baseballs. The students’
task is to use the Omnifix cubes to build models of all the different ways 24 cubic boxes
could be arranged in layers so that Brad can think about what kinds of boxes he wants
to use to package orders of 24 baseballs.
• They will record all the arrangements they model on a large sheet of paper. They can
use numbers, words or labeled sketches.
• Encourage them to organize their work in such a way that they can be certain they
have found all the possible arrangements.
In Module 2, students will create posters to present their work to their classmates. You might
let students know that today’s work is a first draft for that poster.
9 By way of quick review before they start building, show students the Word
Resource Cards for dimension and rectangular prism.
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• Display and briefly discuss both sides of each card—the definition and the illustrations.
• Explain that students will need to keep a record of the dimensions of all the rectangu-
lar prisms they build.
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• They don’t have enough cubes to build all the models, so it is important that they accurately
record the dimensions of their models before they take them apart to build new ones.
After sharing the Word Resource Cards, post them where students will be able to refer to
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them. Leave the notes on the board, as well as the More About Brad’s Boxes Teacher Master
on display as well, if possible.
10 Give each student pair a 12" by 18" sheet of paper to share, and let them begin.
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Circulate and ask scaffolding and clarifying questions where needed. Note the strategies
students are using so you can call on a few of them to share later in the session.
• How many layers are in this arrangement?
• What are the dimensions of each layer (of the base)?
• What expression can you write to show the dimensions of the base and the height?
• How can you organize your work to help you know when you have found all of the
arrangements?
SUPPORT Help students record the dimensions of the arrangements they have built.
Emphasize the use of parentheses to represent the base of each arrangement. Suggest that
students keep the various arrangements built for as long as possible for visual reference
instead of deconstructing each time and using the same 24 cubes over and over.
ELL Build one arrangement together and record its dimensions using parentheses. Show a non-
example by writing the dimensions so they do not represent the arrangement, and draw an X
through the nonexample so students can work from both a pictorial example and nonexample.
CHALLENGEEncourage students to justify how they know they are finding all of the
arrangements.
11 About ten minutes before the end of class, collect students’ papers and
gather the class for discussion.
Let students know they will have more time to work on this investigation in the next
session, and remind them to write their names on their paper.
12 Formalize the routine of having students turn and talk with a partner
during math discussions.
• Explain that you will often pause during discussion to allow partners time to talk
about what is happening. State the guidelines for turning and talking with a partner:
»» Turn to face the person next to you.
»» Discuss the question or topic in a quiet voice.
»» Make sure both partners get a chance to talk, and be respectful to your partner’s
ideas and work.
»» Be prepared to share part of your conversation with the whole class.
»» If you have a question, be prepared to ask it during the whole class discussion.
You might write your expectations on chart paper for students to refer to throughout the year.
13 Invite two or three students to share their strategies for finding the differ-
ent ways Brad can arrange the 24 cubic boxes.
Ask these students to use the cubes to model their strategies so their classmates can see
and better understand their thinking.
The two strategies shown here are by no means the only possibilities. If you do not have a
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student who used the strategy of separating boxes into halves and recombining them to form
different boxes, consider modeling it yourself.
Halving & Doubling Strategy

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2
6
3
2 4
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Sergio See, if you make an arrangement, you can get another by

breaking it in half and putting the halves together in a different way.
Using the Factors of 24

1
1
24
1
12 1
8
4
1 2 3 6
Hannah I thought about just making an arrangement with 1 layer
first. If there’s 1 layer, there has to be 24 cubes in that layer, so I thought
about the different factor pairs for 24. You have 1 and 24, 2 and 12, 3
and 8, and 4 and 6. These are all really skinny and flat, but now I’m
going to see how I can do it in 2 layers and then 3 layers and so on.
14 Then have students practice turning and talking to a neighbor.

• Ask students to turn and talk about one of the strategies that has just been shared.
• Then, call on a few students to share from their conversations.
Teacher That was a really interesting strategy Sergio just shared—the

one about building an arrangement, and then splitting it in half and
putting the halves together in a new way to make an arrangement
with a different base and height. Please turn and talk with your part-
ner about this strategy. Did you understand it? Can you explain it?
Could you use it? Do you have a question about it? Practice the steps
of turning and talking with your partner that we just talked about.
Then, I’ll ask a few of you to share with the whole group.
15 After students turn and talk, revisit the guidelines and reflect on how the
class did. Remind students that they will be doing this regularly in class
and they need to know exactly what to do.
Teacher I noticed most of you turned so you were looking at your
partner. The noise level was reasonable—everyone was talking, but no
one was too loud. Throughout the year, I will ask you to turn and talk
with a partner. This is an important part of our math class that will
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help you learn more about the math we are doing.
16 Close the session.

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• Review the terms rectangular prism and dimension one last time.
»» Remind students that all the models they built today are called rectangular prisms
because all six faces are rectangles.
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»» Have the students name the three dimensions of a rectangular prism (length, width,
and height).
• Assist students in finding places to store their intact models and the loose cubes so they
can efficiently continue the investigation in the next session.
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Home Connection
17 Introduce and assign the Multiplication Connections Home Connection,
which provides more practice with the following skills:
• Multiply a 2-digit whole number by a 1-digit whole number using strategies based on
place value and the properties of operations (4.NBT.5)
• Multiply two 2-digit numbers using strategies based on place value and the properties
of operations (4.NBT.5)
• Write and evaluate numerical expressions with parenthesis (5.OA.1)
Daily Practice
The optional Facts & Boxes Student Book page provides additional opportunities to apply
the following skills:
• Write and evaluate numerical expressions with parentheses (5.OA.1)
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Unit 1 Module 1
Unit 1
Module 1
Session 5 Session 5
More Baseball Boxes
Summary
Students review their work on the Unit 1 Pre-Assessment and complete a self-reflection sheet.
Then, after establishing norms for the new routine, the teacher leads the students in the first
problem string of the year. Students spend the rest of the session continuing their work with
the baseball problem.
Skills & Concepts

• Write a simple expression to record calculations with numbers, and interpret numerical
• Compare the size of a product to the size of one of its factors on the basis of the size of the
other factor, without performing the indicated multiplication (5.NF.5a)
• Construct viable arguments and critique the reasoning of others (5.MP.3)
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Materials Vocabulary
Copies Kit Materials
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those terms for which Word
Assessment Reflecting on the Unit 1 Pre-Assessment Resource Cards are available.
TM T12 • Unit 1 Pre-Assessments, scored (from area*
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Unit 1 Pre-Assessment Session 3) array*
Student Reflection Sheet
base*
Problem String Double a Dimension, Double the Area dimension*
TM T13 • precut arrays (see Preparation) double/doubling
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Two-Centimeter Grid Paper • student math journals expression*

• chart paper (optional, see Preparation) factor*
• Boxing Baseballs student work and
half*
models (from Session 4)
• More About Brad’s Boxes (from Session 4) halving
height
Problems & Investigations Continuing Work on the Baseball Problem
multiple*
TM T10 • Omnifix cubes, class set • 12" × 18" sheets of paper (half-class set; value
Boxing Baseballs (see Preparation) newsprint is fine)
TM T11 • Word Resource Cards: • student math journals
More About Brad’s Baseballs dimension, rectangular prism • a piece of copy paper to mask portions of
the teacher master
Daily Practice
SB 6
Fact Connections

Preparation
• Have students’ Unit 1 Pre-Assessments marked and ready to hand back to them.
• Find an area in your classroom to conduct the problem string. You will need a place where
everyone can see and you have plenty of space to write. This can be on a whiteboard, a
document camera or projector, or on chart paper. The lesson presumes you will do this in
the discussion area to promote student discourse. If this is not possible in your classroom,
you may have students remain at their seats or find an alternative space.
• Using copies of the Two-Centimeter Grid Paper Teacher Master, cut out two of each the
following arrays: 4 × 3, 4 × 6, 8 × 6, 4 × 12, 2 × 24, 1 × 48, 3 × 16. The four largest arrays will
require cutting and taping. You will label these with student help during the lesson.
Assessment
Reflecting on the Unit 1 Pre-Assessment.
1 Let students know they will have a chance to reflect on the pre-assessment
and set goals for Unit 1. Then, they will do a problem string together and
continue to work on the Boxing Baseballs problem.
2 Hand students their scored Unit 1 Pre-Assessments and give them a minute
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or so to look over the results.
Looking at the pre-assessment results can help students recognize the learning expectations
for the unit, identify which skills and concepts they currently understand, and focus their
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efforts more effectively on those things they need to learn.
• Review with students how they can use the results of the Unit 1 Pre-Assessment to help
them throughout the rest of the unit.
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• Encourage students to ask questions, but do not explain how to do problems at this
time. Similar problems will be introduced throughout the unit.
• Advise students to not be discouraged if their results were disappointing. They have several
weeks to develop their skills, and they will take a similar assessment at the end of the unit.
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• Advise students to not be complacent if their results were excellent. The pre-assessment
is just a quick snapshot to guide your teaching, and students will have opportunities to
improve their mathematical understanding during the unit.
3 Then display a copy of the Unit 1 Pre-Assessment Student Reflection

Teacher Master. Give students each a copy and work with them to fill it in.
• Go over the sheet, one row at a time, with the class.
• For each row, read the skill and make sure students understand it. Ask volunteers to explain,
or use one of the associated items on the pre-assessment to explain the skill to the class.
• Have students look at the assessment item(s) associated with that particular skill, talk in
pairs about how they did with the skill, and then mark their reflection sheets accordingly.
Teacher The first question on the reflection sheet asks, “Can you find
the value of an expression with parentheses?” What does that mean?
Turn to your neighbor and explain what the question is asking.
Students I think it’s like when there are parentheses in a problem,
like on the first one, where it says (9 × 2) × 5.
I put 90 for that one, and I got it right.
I don’t get it. I think they use parentheses when you’re supposed to do
something first, but when you multiply numbers, you can do them in
any order.
Yeah, but look at the one under that, where it says (50 × 64) – (1 × 64).
That one would be kind of confusing without the parentheses.
Teacher One of the things we’ll study in Unit 1 is how to write and solve
equations and expressions. Mathematicians use parentheses as a way to
help write their equations more clearly, and often as a way to signal to
others that they need to do the operations in the parentheses first.
Ana I had a hard time with all of the parentheses ones. I got some of
them right because I just ignored the parentheses and tried my best, but
some of them came out wrong.
Teacher Remember that any time you take a pre-assessment, there may
be words you don’t yet know or problems you can’t yet solve. Look over
your pre-assessment to see how you did with the items in problem 1. Then
talk with the person next to you, and work together to decide how each of
you should mark yourselves on that skill. After you’ve talked, mark your
own sheet and write yourself a reminder note if you like.
Miguel I got all of them right because we did stuff with parentheses in
expressions and equations last year, so I can put a check where it says,
“I can do this well already.”
DJ I got the first two right, but I was confused about the others, so I
guess I should put a check where it says, “I can do this sometimes.”
NAME | DATE
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Unit 1 Module 1
Unit 1 Pre-Assessment Student Reflection Sheet
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Look at these I can do this I can do this I need to learn
Skill Notes
problems. well already. sometimes. to do this.
Can you find the value of an expression Session 5 class set plus copy
1
with parentheses?
Can you fill in the blanks to make a set of
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2
equations true?
Can you use number relationships to make
one side of an equation equal to the other 3
side without finding the answer?
4 When you and the students have finished working through all the skills
listed on the reflection sheet, have students star the two they feel they need
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to work on most in the next few weeks.

You might do a quick survey so you and the students can see which skills they and their
classmates identified as areas of particular need. Quickly read down the list of skills and
have students show thumbs up as you read the skills they starred.
5 Finally, give students a couple of minutes to describe in writing any other

goals, needs, requests, or questions at the bottom of the sheet.
When students are finished, collect the Unit 1 Pre-Assessment and Student Reflection
sheets. Staple them together and file them so that you can combine them with the Unit 1
Post-Assessment at the end of the unit. You might also use them partway through the unit to
discuss with individual students their progress in terms of the skills they needed to focus on.
Problem String
Double a Dimension, Double the Area
6 Introduce problem strings by sharing the following information with the class.
• A problem string is a series of problems that students will solve and discuss one at a time.
• Strings often start out with an easier problem and get harder as the string continues.
• The problems at the beginning of the string often help solve the problems toward the
end of the string.
• Solving the problems in a string involves thinking like a mathematician because
students want to find clever and efficient ways to solve the problem. Efficient strategies
are quick and can be explained clearly.
• During a problem string, the students will solve each problem, share strategies and
answers, and discuss each other’s thinking.
• Students will do their work in their journals. When they talk about their work, the
teacher will usually represent their work for everyone to see.
You may want to invite students who have participated in problems strings before to com-
ment on what they remember to help other students get more of a sense of how strings go.
You can also assure students that what you are explaining will make much more sense when
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they are doing a string.
7 Model writing “Double a Dimension, Double the Area Problem String” and
the date as students do the same on the first page of their journals.
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• Discuss how students will use their journals this year.
• Emphasize that each time students work in their journals, they will need to include the
date and a heading that describes their work.
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8 Establish the context for the problem string and write the first problem: 4 × 3.
One of the purposes today’s problem string is to acquaint or re-acquaint students with
the problem string classroom routine, which was also used in Bridges Grades 3 and 4. The
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problem string itself is pitched at a relatively easy level so students can review the process
while solving a series of related problems.
9 Deliver the string shown in the chart. After the chart, there is a sample Math Practices
progression of dialog that illustrates how the first set of problems in this in Action 5.MP.8
string might play out in a classroom. Many of the problem
strings this year are
• Pose each problem one at a time by writing it on the board, and give students time to
designed to help students
work (see sample dialog that follows).
look for and express
• After students have had adequate time to record and solve the problem, ask the class regularity in repeated
for the answer. Write the answer to complete the equation. reasoning. By repeatedly
• Invite two or three students to explain how they solved the problem. doubling and halving,
students are able to make
• Represent the strategies using an array model to show students’ thinking. generalizations about the
• Focus on choosing strategies that employ doubling and halving. properties of multi-
CHALLENGE Encourage students to use the most efficient or sophisticated strategy they can plication and develop
strategies that contribute
think of. Then encourage them to look back at their work and see if they can see an even
to computational fluency.
more efficient strategy that they could have used.
Problem String Double a Dimension, Double the Area
Problems Sample Strategies & Recording Connections

3 Big Idea
The goal of this problem string
4×3 4 12 4 × 3 = 12
is to help students who have
not automatized multiplication
It is the same on the 4 side but twice as long on the 3 side. facts internalize relationships
among facts. Students explore
3 6 the doubling/halving strategy,
an application of the associative
4 12 4 24 property and an important step
toward multiplicative thinking.
If you cut the 4 by 6 in half, you have two 4 by 3s.

4×6 6 4 × 6 = 24
3 3
4 4
8×6 8 48
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12
4 × 12 4 × 12 = 48
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4 48
24
2 × 24 48 2 × 24 = 48
2
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1 × 48 48 1 × 48 = 48
1
Bring out the doubling and

3 × 16 3 × 16 = 48 halving connection to the earlier
8 × 6 problem.
Sample Dialog
Teacher I am going to model this problem (4 × 3) with a 4 by 3 rectan-
gular array. Where can you see the 4 in this array? What about the 3?
3
4 12
Students There are 4 rows and 3 columns.
4 squares going down and 3 squares going across.
Teacher So what is the 12 in this array?
Student It’s the area of the rectangle. If you count the little squares,
there are 12 of them.
Teacher What should the 4 × 6 array look like compared to the 4 by 3
already up here?
Monica It should be the same on the 4 side but twice as long on the 3 side.
3 6
4 12 4 24
Teacher How do the areas compare?

Barry Since it’s twice as wide, the area is twice as big.
Teacher Does that make sense to everyone? Could someone please
restate that in their own words?
Luis The area of the small rectangle is 12. We doubled one side so
now the bigger rectangle is twice as wide, so it has twice the area and
2 times 12 is 24.
Daria If you take the 4 by 3 and lay it on top of the 4 by 6, you can
see that it fits twice.
Hector If you cut the 4 by 6 in half, you have two 4 by 3s.
6
4
3 3
4 4
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10 Continue the same procedure with the next four problems.
As you have students share, be very explicit about your process. Explain that the way you
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are asking students to share is very deliberate and what you will expect them to do every
time they do a string.
Teacher What should the 8 × 6 array look like compared to the 4 by 6
and 4 by 3 already up here?
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8 48
11 Finish the problem string with 3 × 16.

The last problem of a string is often the most difficult. Give students ample time to find the
answer. In many strings, the last problem is less obviously connected to the other problems.
• If students notice the quartering/multiplying by 4 relationship between 3 × 16 and 12 × 4,
acknowledge it, but do not spend a lot of time discussing it. This concept will return later.
If students have not worked with the multiplication strategy of doubling and halving before,
do not expect them to formalize it from just this string. They will continue to work with this
strategy throughout the unit.
12 Have students look over their math journal entries and make any additions
or corrections. Then have them put their journals away while you return
their baseball boxes work from Session 4.
Have student pairs pick up the models they built in Session 4, along with their loose
Omnifix cubes.

Continuing Work on the Baseball Problem
13 Review the baseball problem with students and then let them know that
they will spend the rest of the session working on the problem in pairs.
• Display the More about Brad’s Boxes Teacher Master, and review with students how to
write an expression to represent the base and height of a rectangular prism.
• Ask students to make sure that they are recording their arrangements of 24 cubes in a care-
ful and organized way so that they can be sure they have found all of the possibilities. (See
the chart in the Mathematical Background section of Session 4 for an example.)
14 Circulate to observe and assist students as needed while they work in pairs.
ELL/SUPPORT Ask students to restate the problem. As they do, help them clarify the mean-
ing to make sure they understand the task.
CHALLENGE Encourage students to devise a way to prove that they have found all of the variations.
15 Close the session.

• Collect the Boxing Baseballs papers and save them for use in the next module.
• Keep all existing baseball box models intact for reference in upcoming sessions.
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• Tell students that in the next session they will create posters to present their work to
their classmates.
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Daily Practice
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Use the Fact Connections Student Book page to provide students more practice with the
following skills:
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Teacher Masters
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Unit 1 Module 1 Session 1 1 copy stored for use by the teacher and other adult helpers during Work Place time
Work Place Guide 1A The Product Game

Summary
Players try to claim four spaces in a row by finding products of given factors. On each turn, a player changes one of two
factors to try to get four products in a row. As they play, students consider the factor pairs of several products to determine
their best move. The winner is the first player to claim four spaces in a row.
Skills & Concepts

• Fluently multiply with products to 100 using strategies (3.OA.7)
• Determine whether a whole number between 1 and 100 is a multiple of a given 1-digit number (4.OA.4)
Materials
Copies Kit Materials Classroom Materials
TM T1 • 2 game markers
Work Place Guide 1A The Product Game
TM T2
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SB 1
Assessment & Differentiation

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Here are some quick observational assessments you can make as students begin to play this game on their own. Use the
results to differentiate as needed.
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If you see that… Differentiate Example
One or more students randomly SUPPORT Encourage students to look at "You have X’s and O’s all over the board! It looks a bit
chooses a factor and then sees if the the available products first. Is it possible random. If you could choose a product to cover to try to
product is available to cover the factor pairs for any of those get four in a row, which product would you pick? Now,
products by moving one of the game is it possible to move one of the factor markers to get a
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markers? factor pair for that product?"

Students are quickly choosing factors CHALLENGE Encourage students to “Is that the best possible move? Do you think it’s better to
and covering products consider all the possible moves and get a product on the edge or in the middle? Is it possible
choose the best one. to block your opponent and help yourself get closer to
winning at the same time?”
Students are strategically choosing CHALLENGE Encourage students to “Are there products missing from the board? Which
factors to produce products that either examine the game board and share ones? Why? Could you create a board for only the factors
block their opponent, get themselves in observations. 1–8? Or 1–7? Or 1–6? What products would those boards
a winning position, or both Have students play the game variation contain? Why?”
for 5 in a row.
English-Language Learners Use the following adaptations to support the ELL students in your classroom.
• Write the word factor above the line of factors. Write the word product above the grid of products. Make sure these Word Resource Cards are
prominently posted.
• Provide a same-language peer, if one is available.
• Play a sample game in a small group and allow opportunities for students to request clarification and rephrasing,
Bridges in Mathematics Grade 5 Teacher Masters T1 © The Math Learning Center | mathlearningcenter.org
NAME | DATE
Unit 1 Module 1
Player 1____________________________ Player 2____________________________
Claim four products in a row to win.
Session 1 class set, plus more as needed, stored in the Work Place tray
Player 1 Player 2
1 2 3 4 5 6
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7 8 9 10 12 14
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15 16 18 20 21 24
T2
25 27 28 30
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© The Math Learning Center | mathlearningcenter.org
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36 40 42 45 48 49
54 56 63 64 72 81
1 2 3 4 5 6 7 8 9
Math Topics
Number & Operations
Geometry
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Measurement & Data

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Algebraic Thinking
Unit 1 Module 1 Session 3 class set, plus 1 copy for display
NAME | DATE
Unit 1 Pre-Assessment page 1 of 3

1 Evaluate (solve) each expression below.
a (9 × 2) × 5 = b 5 × (13 × 2) =
c 50 × 64 − (1 × 64) = d 2 × (6 × 4) + 2 × (3 × 4) + 2 × (6 × 3) =
2 Fill in the blanks to make each set of equations true.

a (99 × 497) + (1 × 497) = _____ × 497 = _____
b 98 × 36 = (_____ × 36) − (2 × 36) = _____
3 Fill in the missing number in the equation below. Then, describe how you can use
number relationships to fill in the blank without having to find the answer to 16 × 14.
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_____ × 28 = 16 × 14 ie
4 Write true or false next to each equation. Then, describe below each one how you
can use number relationships to tell whether the equation is true or false without
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having to find the answer on both sides.
a 18 × 120 = 9 × 240 _____ b (3 × 4) × 6 = 3 × (4 × 6) _____
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c 58 × 17 = (60 × 17) + (2 × 17) _____
5 Write a numerical expression to represent each statement below. Include any grouping
symbols (such as parentheses) you need to make the expression as clear as possible.
a To find 15 × 18, I double and halve.
b To find 9 × 26, I find 10 times 26 and subtract 1 group of 26.
c How can I find the volume of a box that has a 18-by-21 base and 37 layers?
(continued on next page)
NAME | DATE
6 Write and solve an equation to represent each statement below.
a To find 15 times 32, I multiply 10 times 32 and add it to 5 times 32.
b To find 42 times 25, I double and halve.
7 How many 1 × 1 × 1 cubes are in the rectangular prisms shown below? Write and
solve equations to show.
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a Equation for number of cubes: ______________________________________

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2
6
b Equation for number of cubes: ______________________________________
8 Brad counted the number of balls in one layer of a box, and found out there were 24.
The box has 9 layers. How many balls can the box hold in all? Show your work.
NAME | DATE

9 For each problem below:
• Use numbers, words, or labeled sketches to solve the problem. Show your work.
• Handle the remainder, if there is one, in the way that best fits the situation.
• Write an equation to show each problem and the answer.
Story Problem Your Work
Four friends made 57 cookies and
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shared them equally. How many
cookies did each friend get?
Equation
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b
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There are 57 kids in the After-

School Club. Tomorrow they are
going to the park. If each car can
carry 4 kids, how many cars will
they need to get to the park?
Equation
c
Andrew paid $57.00 for 4 super-

size pizzas. How much did each
pizza cost?
Equation
Unit 1 Module 1 Session 3 8–10 copies, cut in half
Base Ten Grid Paper
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NAME | DATE
Mathography page 1 of 2
Answer the following questions as best you can.
1 What is mathematics?
2 How do you feel about math?
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3 Think back over your years in school. Tell about a few of your strongest math
memories.
NAME | DATE
Mathography page 2 of 2
4 What are some of the things that are easy for you in math?
5 What are some of the things that are more difficult for you right now?
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6 What are your goals for the year in math? What would you like to get better at?
Baseballs
Misc.
100
Bombers
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72
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Plain
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Striped
Spinning
Floating
Buzzing
Boxing Baseballs
More About Brad’s Baseballs

You and your partner have been arranging your cubes into equal layers. The resulting
figures are shaped like boxes, and mathematicians call them rectangular prisms.
Rectangular Prism
Here are several examples.
Dimensions
All rectangular prisms have 3 dimensions:
length, width, and height.
height
le
ng
th
width
Using Numbers to Describe Rectangular Prisms
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The prism at left below is made up of 3 layers, and each layer is 1 cube wide and 4 cubes
long. We call this bottom layer the base. We use the following expression to show the
dimensions of the base (1 × 4) and the height (3).
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(1 × 4) × 3 What are the dimensions of this
rectangular prism? Let’s label it.
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When you 3
multiply all three
dimensions, you What expression would we use to
show the dimensions of the base
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get the volume

(the total number and the height?
4
of cubes) of the
rectangular prism. 1
Practice
• If you built a rectangular prism that matches one of these expressions, hold it up:
(1 × 1) × 12 (1 × 6) × 2 (2 × 2) × 3
• Hold up the (1 × 4) × 3 prism you built, or build one right now.
• Now build a (4 × 1) × 3 prism. What do you notice?
• Now build a (3 × 1) × 3 prism. What do you notice?
NAME | DATE
Unit 1 Module 1
Unit 1 Pre-Assessment Student Reflection Sheet
Look at these I can do this I can do this I need to learn
Skill Notes
problems. well already. sometimes. to do this.
Session 5 class set plus 1 copy for display

Can you find the value of an expression
1
with parentheses?
Can you fill in the blanks to make a set of
2
equations true?
Can you use number relationships to make
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one side of an equation equal to the other 3
side without finding the answer?
Can you use number relationships to tell if
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an equation is true or false without having 4
to do the multiplication?
Can you write an expression that
T12
includes grouping symbols to represent 5
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calculations?
Can you write and solve an equation to
© The Math Learning Center | mathlearningcenter.org
represent computations that someone 6

described in words?
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Can you write and solve an equation to
show how many cubes it takes to build a 7
rectangular prism?
If you know how many baseballs there are
in one layer of a box and how many layers
8
the box has, can you find the total number
of balls?
Can you solve division story problems with
remainders and handle the remainder for 9
each problem depending on the situation?
• After you have made a mark and some notes about each skill above, draw a star next to the two skills that you need to work on the most during this unit.
• Write other ideas about what you want or need to learn how to do during this unit.
Unit 1 Module 1 Session 5 6 copies
NAME | DATE
Two-Centimeter Grid Paper
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Student Book
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Each pair of players needs:
• a 1A The Product Game Record Sheet to share
• 2 game markers
• pencils
1 Players decide who is going first. Player 1 is O and Player 2 is X.

2 Player 1 places one of the game markers on any factor.
3 Player 2 places the other game marker on a factor. Then, he multiplies the two factors, draws an X on
the product, and writes an equation to match the combination.
Player 1 I choose 5.
Player 2 I choose 7. Let’s see, 5 × 7 is 35, and I’m X, so I’ll put my X on 35.
5 = 5
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4 Player 1 moves one game marker to get a new product. She can move either of the markers.
Player 1 I’ll move the factor marker from the 5 to the 3. Since 7 × 3 is 21, I get to put an O on 21.
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=2 5 = 35
5 Play continues until a player gets four products in a row across, up and down, or diagonally.
• Only one factor marker can be moved during a player’s turn.
• Players can move a game marker so that both are on the same factor. For example, both markers can be on 3. The
player would mark the product 9 because 3 × 3 = 9.
• If the product a player chooses is already covered, the player loses that turn.
Game Variation
A Players play for five in a row.
Bridges in Mathematics Grade 5 Student Book 1 © The Math Learning Center | mathlearningcenter.org
NAME | DATE
You Choose
1 Choose 15 of the problems below to solve.
8×5= 7×7= 4×6= 3×8= 4×7=
4×9= 6×7= 6×8= 8×4= 3×6=
10 × 4 = 8 × 10 = 8×9= 6 × 11 = 12 × 10 =
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15 × 4 = 40 × 6 = 50 × 8 = 10 × 9 = 14 × 9 =
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25 × 4 = 11 × 9 = 6 × 12 = 12 × 9 = 7 × 60 =
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30 × 6 = 13 × 8 = 11 × 5 = 25 × 8 = 12 × 8 =
2 Explain how you decided which problems to solve.
NAME | DATE
Product Game Problems

ex Chloe and Ava were playing The Product Game. Their factor markers were on 4
and 5. Ava decided to move the marker from 5 to 7. Write a numerical expression to
represent her move.
4×7
1 Chris and Katie were playing The Product Game. Their factor markers were on 9
and 2. Chris decided to move the marker from 2 to 6. Write a numerical expression
to represent his move.
2 Eric and William were playing The Product Game together. William put an X on
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42. One factor marker was on 6. The other factor marker was on _______.
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3 Cindy placed an X on the product 36. What are all the possible locations of the two
factor markers?
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4 Eli placed an O on the product 24. What are all the possible locations of the two
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factor markers?
5 Hannah and Sean were playing The Product Game. Hannah needed to land on the
product 18 to win the game. The markers were on 4 and 6.
a Which factor marker should Hannah move?
b Where should she place it?
6 Solve the following problems.
8 8 4 8 6
× 10 ×5 ×6 ×6 × 12 × 12 ×8
96 32
NAME | DATE
More Product Game Problems

1 Jack and Connor are playing The Product Game. They are using light and dark
markers instead of X’s and O’s to cover their products on the game board.
a Jack is using the light markers. What move should he make next? Tell why.
b Connor is using the dark markers. What move should he make next? Tell why.
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2 Melanie and Jasmine are also playing The Product Game.
a
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Melanie is using the light markers. What move should she make next? Tell why.
b Jasmine is using the dark markers. What move should she make next? Tell why.
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3 Solve the following.
11 11 9 9 9
×8 × × 3 × 6 ×4 × ×9
44 21 42 45
NAME | DATE
Facts & Boxes

1 To multiply numbers by 5, Kaylee first multiplies by 10 and then finds half the product.
a Write an expression with parentheses to show how Kaylee would solve 9 × 5.
b What is 9 × 5?
c Marshall says he would rather use 10 × 5 to find 9 × 5.

Write an expression with parentheses that uses 10 × 5 to find 9 × 5.
Match each expression with the correct box. a

2 4 layers of 3-by-5 cubes (3 × 5) × 4

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c
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5 Fill in the dimensions of this box: (_____ × _____) × _____

dimensions of each layer number of
layers
8 8 12 12 3 7
× 4 × 8 × 10 × 5 ×7 ×6 × 6
42
NAME | DATE
Fact Connections
1 Fill in the facts. Look for relationships.
3 3 3 6 6 6
×2 ×4 ×8 ×2 ×4 ×8
2 Use the above information to help you fill in the blanks.
a 3 × 4 = _____ × (3 × 2) = _____
b 3 × 8 = _____ × (3 × 4) = _____
c 6 × 2 = (3 × 2) × _____ = _____
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d 6 × 4 = 2 × (6 × _____) = _____
e 2 × (6 × 4) = _____ × 8 = _____
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3 Fill in the facts. Look for relationships.
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4 4 4 8 8 8
×2 ×4 ×8 ×2 ×4 ×8
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4 Use the above information to help you write an equation that includes parentheses.
ex 8 × 4 = 2 × (8 × 2) “To find 8 × 4, I can double 8 × 2.”
a 4×6=
b 4 × 12 =
c 8×8=
5 CHALLENGE Complete the following equations.
a 4 × 67 = _____ × (2 × 67)
b 8 × 198 = 2 × (_____ × 198)
c _____ × 3,794 = 2 × (4 × 3,794)
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Home Connections
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NAME | DATE
What’s the Problem? page 1 of 2

ex To find 3 times any number, Maria doubles the number, then adds the number again.
a Write an expression with parentheses to show how Maria would solve 3 × 6.

(2 × 6) + 6
b What is 3 × 6? 18
c What is another way to think about 3 × 6?

You could do 3 × 5, which is really easy, and then add 3 more, like this (3 × 5) + 3
1 To find 4 times any number, Susan uses the Double-Double strategy (multiply by 2,
then by 2 again). Susan wrote (2 × 9) × 2 to record how she would solve 4 × 9.
a What is 4 × 9?
b What is another way to solve 4 × 9?

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2 To find 5 times any number, Kaylee first multiplies by 10 and then finds half the product.
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a Write an expression with parentheses to show how Kaylee would solve 7 × 5.

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b What is 7 × 5?
c What is another way to solve 7 × 5?
3 When given any number times 9, Jasper multiplies the number by 10 and then
removes one group of the number.
a Write an expression with parentheses to show how Jasper would solve 3 × 9.
b What is 3 × 9?
Bridges in Mathematics Grade 5 Home Connections 1 © The Math Learning Center | mathlearningcenter.org
NAME | DATE
What’s the Problem? page 2 of 2
4 Braden loves multiplying by 8 because he can double-double-double.

a Write an expression with parentheses to show how Braden would solve 8 × 7.
b What is 8 × 7?
5 Jonah was asked to add 4 and 7 then multiply the sum by 9. Which expression
shows Jonah’s problem? (The sum is the answer to an addition problem.)
a (4 + 7) × 9 b (7 – 4) × 9 c 4 + (7 × 9)
6 Patrick needed to multiply 4 and 6 then subtract 12 from the product. Write an
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expression with parentheses to show the problem. (The product is the answer to a
multiplication problem.)
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7 Violet divided 81 by 9 then multiplied the quotient by 3. Write an expression with

parentheses to show the problem. (The quotient is the answer to a division problem.)
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8 Solve.
a 54 − (3 × 8) b (28 ÷ 7) × 4
9 CHALLENGE Rafael was given the problem 44 × 9. Write an expression to show how
you would solve the problem.
NAME | DATE
Multiplication Connections page 1 of 2

ex To multiply a number by 5, Marissa first multiplies by 10 and then finds half the product.
ex Write an expression with parentheses to show how Marissa would solve 24 × 5.

(24 × 10) ÷ 2
ex What is 24 × 5?
120
1 To multiply a number by 12, Carter likes to multiply the number by 10 and then
multiply it by 2 and add the products. Here is a picture of his thinking.
16
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10
12
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2
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a Write an expression with parentheses to show how Carter would solve 12 × 16.
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b What is 12 × 16? _______
2 To multiply a number by 99, Sofia likes to multiply by 100 and then subtract 1 group
of the factor. Here is a picture of her thinking.
100
8 8 × 99
8×1
a Write an expression with parentheses to show how Sofia would solve 8 × 99.
b What is 8 × 99? _______
NAME | DATE
Multiplication Connections page 2 of 2
3 Fill in the dimensions of this box: _______ × _______ × _______

2 4 8 10 28 28 13
× 13 × 13 × 13 × 28 ×5 × 15 ×
52
5 Find the products.

a (2 × 5) × 8 = _____ b w
(2 × 8) × 5 = _____ c (5 × 8) × 2 = _____
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6 Which of the problems in item 5 is the easiest for you to solve? In other words, in
which order would you prefer to multiply the three factors? Why?
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7 Find the products.

a (6 × 7) × 10 = _____ b (6 × 10) × 7 = ____ c (7 × 10) × 6 = ____
8 Which of the problems in item 7 is the easiest for you to solve? In other words, in
which order would you prefer to multiply the three factors? Why?

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Teachers Guide

GRADE 5 – UNIT 1 – MODULE 1

Teacher Masters Student Book Pages

Materials Preparation Additional

Skills & Concepts

HC – Home Connection, SB – Student Book, TM – Teacher Master

Problems & Investigations

Teacher We are going to do a lot of important work in math this year,

Kyra Sometimes we use math tools like rulers or blocks to help us

Looks like Sounds like

Playing games 1 person talking,

Teacher I am going to place the first game marker on the number 5.

Teacher I chose 5 and you chose 7. What is the product?

• Write an X on that product.

10 Continue to play by taking turns against the class.

12 Ask a student to turn to a partner and summarize the directions of the

Skills & Concepts

Work Places More Product Game

HC – Home Connection, SB – Student Book, TM – Teacher Master

3 As students play, circulate to make observations, answer questions, and

5 Discuss writing expressions to represent student moves in the game.

Problems & Investigations

8 Ask students to record as many mathematical observations as they can

measure length – inches or centimeters

11 If one or more categories remain empty, ask students to generate additional

Skills & Concepts

An asterisk [*] identifies

2 Place the Unit 1 Pre-Assessment Teacher Master on display as helpers give a

4 When students understand what to do, let them begin.

Problems & Investigations

8 Review the questions together.

Skills & Concepts

HC 3–4 rectangular prism*

HC – Home Connection, SB – Student Book, TM – Teacher Master

Each pair of rectangular

Problems & Investigations

VJ We made these three boxes. Do you have any like ours?

Unit 1 Module 1 Session 4 1 copy for display

More About Brad’s Baseballs

8 Now introduce today’s central problem, and review expectations.

Halving & Doubling Strategy

Sergio See, if you make an arrangement, you can get another by

Using the Factors of 24

14 Then have students practice turning and talking to a neighbor.

Teacher That was a really interesting strategy Sergio just shared—the

16 Close the session.

Skills & Concepts

Two-Centimeter Grid Paper • student math journals expression*

HC – Home Connection, SB – Student Book, TM – Teacher Master

3 Then display a copy of the Unit 1 Pre-Assessment Student Reflection

to work on most in the next few weeks.

5 Finally, give students a couple of minutes to describe in writing any other

Problem String Double a Dimension, Double the Area

Problems Sample Strategies & Recording Connections

If you cut the 4 by 6 in half, you have two 4 by 3s.

Bring out the doubling and

Teacher How do the areas compare?

11 Finish the problem string with 3 × 16.

Problems & Investigations

15 Close the session.

Work Place Guide 1A The Product Game

Skills & Concepts

Assessment & Differentiation

markers? factor pair for that product?"

b 98 × 36 = (_ × 36) − (2 × 36) = _

5 Fill in the dimensions of this box: (___ × _) × ___

3 Fill in the dimensions of this box: ___ × _ × _____